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Articles 1 - 30 of 60
Full-Text Articles in Education
Education Out Loud Case Study: School For Life, Alexander Towne, Sladana Krstic, Jolanda Butler
Education Out Loud Case Study: School For Life, Alexander Towne, Sladana Krstic, Jolanda Butler
International Education Research
Children living in remote rural parts of Ghana experience inequality in basic education, in terms of both access and outcomes. This issue is particularly acute in the north of the country and for girls. For example, 30 percent of children in the north have no school nearby and 20 percent will never enroll. Furthermore, transparency and accountability within Ghana’s education system is weak. Generally, information is not disseminated in a way that is accessible to most citizens (for example it is not produced in a local language), which means they are denied the opportunity to understand and engage with the …
Education Out Loud Case Study: Iid, Alexander Towne, Sladana Krstic, Miriam Linder
Education Out Loud Case Study: Iid, Alexander Towne, Sladana Krstic, Miriam Linder
International Education Research
The education system in Bangladesh has undergone significant change since the country’s independence from Pakistan in 1971. In 1973 the community-sponsored school system, in which communities felt a moral obligation to take an active role in schools, was transformed into a centralised national system. This caused a shift in the sense of ownership of the education system and a disconnect between community and school. This in turn led to the development of a system, which lacks accountability and community monitoring, and has left the system vulnerable to shocks that disproportionately affect already disadvantaged students. Nevertheless, there have been some notable …
Education Out Loud Case Study: The Gear Alliance, Alexander Towne, Sladana Krstic, Sam Boering
Education Out Loud Case Study: The Gear Alliance, Alexander Towne, Sladana Krstic, Sam Boering
International Education Research
This case study is part of a larger body of work funded by the Global Partnership for Education’s (GPE) Education Out Loud (EOL) programme. It explores the advocacy and policy influencing (API) activities of the GEAR Alliance, a transnational alliance of four East African civil society organisations (CSO) receiving funding from EOL, and the process, results and impact of action research project they conducted in partnership with MDF/ Australian Council for Education Research (ACER), an EOL ‘Global Learning Partner’ (GLP). EOL is the GPEs fund for advocacy and social accountability. The fund aims to support CSOs to be active and …
Teacher-Directed Interventions Vs. Freckle: A Study In The Efficacy Of Tier Ii Interventions, Kellie Den Hartog
Teacher-Directed Interventions Vs. Freckle: A Study In The Efficacy Of Tier Ii Interventions, Kellie Den Hartog
Master of Education Program Theses
As teacher shortages become greater and student needs increase, schools are trying to find ways to implement Tier II interventions to a growing population of students with fewer qualified adults. Many schools are turning to technology-mediated interventions to meet the needs of students. This study compared the effectiveness of the technology-mediated intervention Freckle to teacher-directed instruction interventions on the overall performance of students on their yearly growth on the Fastbridge aMath test. The study found that both interventions had a similar effect on overall performance, with the technology-mediated intervention being slightly less effective for those students that have trouble with …
School-Based Mental Health Promotion And Early Intervention Programs In New South Wales, Australia: Mapping Practice To Policy And Evidence, Kristin R. Laurens, Linda J. Graham, Katherine Dix, Felicity Harris, Stacy Tzoumakis, Kate E. Williams, Jill M. Schofield, Traci Prendergast, Neale Waddy, Mary Taiwo, Vaughan J. Carr, Melissa J. Green
School-Based Mental Health Promotion And Early Intervention Programs In New South Wales, Australia: Mapping Practice To Policy And Evidence, Kristin R. Laurens, Linda J. Graham, Katherine Dix, Felicity Harris, Stacy Tzoumakis, Kate E. Williams, Jill M. Schofield, Traci Prendergast, Neale Waddy, Mary Taiwo, Vaughan J. Carr, Melissa J. Green
Wellbeing
Limited empirical evidence is available regarding the uptake and effectiveness of school-based mental health and wellbeing programs implemented in Australian schools. This study aimed to characterise the delivery of programs in primary (elementary) schools across New South Wales, Australia, and to assess this information against published ratings of program effectiveness. Delivery of programs in four health-promoting domains—creating a positive school community; teaching social and emotional skills; engaging the parent community; and supporting students experiencing mental health difficulties—were reported by 597 school principals/leaders via online survey. Although three quarters of principals reported implementing at least one program, many of these programs …
6 Value Added: Mergers To Increase Learning, Roberta D. Kjesrud, Sarah Mcdaniel
6 Value Added: Mergers To Increase Learning, Roberta D. Kjesrud, Sarah Mcdaniel
Learning Enhanced: Studio Practices for Engaged Inclusivity
Explains how economic and demographic pressures urgently create the need for increasing value in higher education institutions
5 Using Assessment To Prompt Innovation, Roberta D. Kjesrud
5 Using Assessment To Prompt Innovation, Roberta D. Kjesrud
Learning Enhanced: Studio Practices for Engaged Inclusivity
Suggests assessment principles for innovation and improving learning
Piaac Numeracy Task Complexity Schema: Factors That Impact On Item Difficulty, Dave Tout, Iddo Gal, Mieke Van Groenestijn, Myrna Manly, Mary Jane Schmitt
Piaac Numeracy Task Complexity Schema: Factors That Impact On Item Difficulty, Dave Tout, Iddo Gal, Mieke Van Groenestijn, Myrna Manly, Mary Jane Schmitt
Transition and Post-School Education and Training
This paper describes some lessons learned from international adult numeracy assessments that can help in understanding the challenges that people, including both adults and school students, have when solving numeracy tasks and their levels of performance on functional mathematical problems. The paper presents a theoretical schema of five factors that predict, separately and in interaction, the complexity or level of difficulty of mathematically-related assessment tasks, including tasks that incorporate texts and require literacy or reading skills, which are very common in adults' lives. The model was originally developed as part of the development of the Adult Literacy and LifeSkills survey …
Quality-Focused Interventions In Early Childhood Education And Care (Ecec) In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Quality-Focused Interventions In Early Childhood Education And Care (Ecec) In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Toby Carslake
Quality-focused ECEC interventions are aimed at improving the quality of an existing intervention, service or program. These studies are of particular interest in the current global ECEC context as the emphasis on early childhood services shifts from access and participation to quality. Quality encompasses many aspects of an ECEC program, including: Structural dimensions such as: infrastructure and resources training for personnel adult-child ratios. Process dimensions such as: adult-child interactions opportunities for play and exploration. The 20 quality-focused interventions in ECEC identified for this review (of a total of 109 studies; see further details under Background) provide evidence from eleven …
Quality-Focused Interventions In Early Childhood Education And Care (Ecec) In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Quality-Focused Interventions In Early Childhood Education And Care (Ecec) In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Syeda Kashfee Ahmed
Quality-focused ECEC interventions are aimed at improving the quality of an existing intervention, service or program. These studies are of particular interest in the current global ECEC context as the emphasis on early childhood services shifts from access and participation to quality. Quality encompasses many aspects of an ECEC program, including: Structural dimensions such as: infrastructure and resources training for personnel adult-child ratios. Process dimensions such as: adult-child interactions opportunities for play and exploration. The 20 quality-focused interventions in ECEC identified for this review (of a total of 109 studies; see further details under Background) provide evidence from eleven …
Quality-Focused Interventions In Early Childhood Education And Care (Ecec) In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Quality-Focused Interventions In Early Childhood Education And Care (Ecec) In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Dr Petra Lietz
Quality-focused ECEC interventions are aimed at improving the quality of an existing intervention, service or program. These studies are of particular interest in the current global ECEC context as the emphasis on early childhood services shifts from access and participation to quality. Quality encompasses many aspects of an ECEC program, including: Structural dimensions such as: infrastructure and resources training for personnel adult-child ratios. Process dimensions such as: adult-child interactions opportunities for play and exploration. The 20 quality-focused interventions in ECEC identified for this review (of a total of 109 studies; see further details under Background) provide evidence from eleven …
Quality-Focused Interventions In Early Childhood Education And Care (Ecec) In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Quality-Focused Interventions In Early Childhood Education And Care (Ecec) In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Dr Jen Jackson
Quality-focused ECEC interventions are aimed at improving the quality of an existing intervention, service or program. These studies are of particular interest in the current global ECEC context as the emphasis on early childhood services shifts from access and participation to quality. Quality encompasses many aspects of an ECEC program, including: Structural dimensions such as: infrastructure and resources training for personnel adult-child ratios. Process dimensions such as: adult-child interactions opportunities for play and exploration. The 20 quality-focused interventions in ECEC identified for this review (of a total of 109 studies; see further details under Background) provide evidence from eleven …
Quality-Focused Interventions In Early Childhood Education And Care (Ecec) In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Quality-Focused Interventions In Early Childhood Education And Care (Ecec) In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Monitoring Learning
Quality-focused early childhood education and care (ECEC) interventions are aimed at improving the quality of an existing intervention, service or program. These studies are of particular interest in the current global ECEC context as the emphasis on early childhood services shifts from access and participation to quality. Quality encompasses many aspects of an ECEC program, including structural dimensions and process dimensions. Structural dimensions cover infrastructure and resources, training for personnel and adult-child ratios. Process dimensions cover adult-child interactions, and opportunities for play and exploration. The 20 quality-focused interventions in ECEC identified for this review (of a total of 109 studies; …
Revision Or Re-Vision: Exploring Approaches To The Differentiation Of Qualification Types In The Australian Qualifications Framework, Kate Perkins, Justin Brown, Paul R. Weldon, Louise Wignall
Revision Or Re-Vision: Exploring Approaches To The Differentiation Of Qualification Types In The Australian Qualifications Framework, Kate Perkins, Justin Brown, Paul R. Weldon, Louise Wignall
Dr Paul Weldon
In March 2019, the Department of Education commissioned the Australian Council for Educational Research (ACER) to conduct a conceptual analysis of the most appropriate way to develop and present a taxonomy of learning outcomes within a qualifications framework; and a technical analysis and revision of the Knowledge, Skills and Application of Knowledge and Skills descriptors used in the Australian Qualifications Framework (AQF). Later this was extended to development of two alternative models that: (a) reflect the new conceptual base developed in Part I; (b) comprise a set of revised domain definitions (along with a new typology for each domain); and …
Revision Or Re-Vision: Exploring Approaches To The Differentiation Of Qualification Types In The Australian Qualifications Framework, Kate Perkins, Justin Brown, Paul R. Weldon, Louise Wignall
Revision Or Re-Vision: Exploring Approaches To The Differentiation Of Qualification Types In The Australian Qualifications Framework, Kate Perkins, Justin Brown, Paul R. Weldon, Louise Wignall
Dr Justin Brown
In March 2019, the Department of Education commissioned the Australian Council for Educational Research (ACER) to conduct a conceptual analysis of the most appropriate way to develop and present a taxonomy of learning outcomes within a qualifications framework; and a technical analysis and revision of the Knowledge, Skills and Application of Knowledge and Skills descriptors used in the Australian Qualifications Framework (AQF). Later this was extended to development of two alternative models that: (a) reflect the new conceptual base developed in Part I; (b) comprise a set of revised domain definitions (along with a new typology for each domain); and …
Revision Or Re-Vision: Exploring Approaches To The Differentiation Of Qualification Types In The Australian Qualifications Framework, Kate Perkins, Justin Brown, Paul R. Weldon, Louise Wignall
Revision Or Re-Vision: Exploring Approaches To The Differentiation Of Qualification Types In The Australian Qualifications Framework, Kate Perkins, Justin Brown, Paul R. Weldon, Louise Wignall
Kate Perkins
In March 2019, the Department of Education commissioned the Australian Council for Educational Research (ACER) to conduct a conceptual analysis of the most appropriate way to develop and present a taxonomy of learning outcomes within a qualifications framework; and a technical analysis and revision of the Knowledge, Skills and Application of Knowledge and Skills descriptors used in the Australian Qualifications Framework (AQF). Later this was extended to development of two alternative models that: (a) reflect the new conceptual base developed in Part I; (b) comprise a set of revised domain definitions (along with a new typology for each domain); and …
Revision Or Re-Vision: Exploring Approaches To The Differentiation Of Qualification Types In The Australian Qualifications Framework, Kate Perkins, Justin Brown, Paul R. Weldon, Louise Wignall
Revision Or Re-Vision: Exploring Approaches To The Differentiation Of Qualification Types In The Australian Qualifications Framework, Kate Perkins, Justin Brown, Paul R. Weldon, Louise Wignall
Transition and Post-School Education and Training
In March 2019, the Department of Education commissioned the Australian Council for Educational Research (ACER) to conduct a conceptual analysis of the most appropriate way to develop and present a taxonomy of learning outcomes within a qualifications framework; and a technical analysis and revision of the Knowledge, Skills and Application of Knowledge and Skills descriptors used in the Australian Qualifications Framework (AQF). Later this was extended to development of two alternative models that: (a) reflect the new conceptual base developed in Part I; (b) comprise a set of revised domain definitions (along with a new typology for each domain); and …
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Syeda Kashfee Ahmed
Child-focused education and nurturing care interventions provide learning support directly to the child. In line with the International Standard Classification of Education (ISCED Level 0), the support is typically provided by either centre- or home-based Early Childhood Education and Care (ECEC) services outside the child’s family and includes an educative and caring component with an active child development element. The 35 child-focused interventions in this review (of a total of 109 studies; see further details under background) occurred in 29 countries in five regions – the widest geographical spread of all intervention types under consideration. The most frequently represented countries …
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Toby Carslake
Child-focused education and nurturing care interventions provide learning support directly to the child. In line with the International Standard Classification of Education (ISCED Level 0), the support is typically provided by either centre- or home-based Early Childhood Education and Care (ECEC) services outside the child’s family and includes an educative and caring component with an active child development element. The 35 child-focused interventions in this review (of a total of 109 studies; see further details under background) occurred in 29 countries in five regions – the widest geographical spread of all intervention types under consideration. The most frequently represented countries …
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Dr Petra Lietz
Child-focused education and nurturing care interventions provide learning support directly to the child. In line with the International Standard Classification of Education (ISCED Level 0), the support is typically provided by either centre- or home-based Early Childhood Education and Care (ECEC) services outside the child’s family and includes an educative and caring component with an active child development element. The 35 child-focused interventions in this review (of a total of 109 studies; see further details under background) occurred in 29 countries in five regions – the widest geographical spread of all intervention types under consideration. The most frequently represented countries …
Parent-Focused Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Parent-Focused Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Dr Jen Jackson
The authors conducted a scoping review of Early Childhood Education and Care (ECEC) interventions in economically developing countries between 1998 and 2017, aimed at improving children’s learning in the years before school. The review identified 37 parent-focused studies from 19 countries which provide an evidence base for parent-focused interventions that have both depth and geographical breadth. This policy note outlines characteristics of these interventions which contribute to changes in developmental outcomes for children. It found that of all ECEC interventions, the largest body of effectiveness evidence is available for parent-focused programs.
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Dr Jen Jackson
Child-focused education and nurturing care interventions provide learning support directly to the child. In line with the International Standard Classification of Education (ISCED Level 0), the support is typically provided by either centre- or home-based Early Childhood Education and Care (ECEC) services outside the child’s family and includes an educative and caring component with an active child development element. The 35 child-focused interventions in this review (of a total of 109 studies; see further details under background) occurred in 29 countries in five regions – the widest geographical spread of all intervention types under consideration. The most frequently represented countries …
Measurement Of Young Children's Learning For Program Evaluation, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Measurement Of Young Children's Learning For Program Evaluation, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Dr Jen Jackson
The global commitment to early learning has been expressed in the United Nations (UN) Sustainable Development Goals Agenda (SDG) (United Nations, 2016) and access to support for early learning is considered a human right for all children, whether provided by the family, community, or institutional programs (UNESCO, 2013). Inadequate cognitive stimulation has been identified as one of the key psychosocial risk factors associated with poor child development – a factor that is modifiable, with the right interventions (Walker et al., 2007). Thus, insights into how early learning supports may be delivered effectively in various contexts are essential. To explore the …
Kidsmatter Primary Evaluation: Technical Report And User Guide, Katherine Dix, John P. Keeves, Phillip T. Slee, Michael J. Lawson, Alan Russell, Helen Askell-Williams, Grace Skrzypiec, Laurence Owens, Barbara Spears
Kidsmatter Primary Evaluation: Technical Report And User Guide, Katherine Dix, John P. Keeves, Phillip T. Slee, Michael J. Lawson, Alan Russell, Helen Askell-Williams, Grace Skrzypiec, Laurence Owens, Barbara Spears
Dr Katherine Dix
This Technical Report and User Guide is the culmination of an evaluation investigating the effectiveness of KidsMatter Primary, involving over 5000 participants in 100 Australian primary schools over a two year period. It brings together an extensive data gathering exercise and presents technical aspects of the statistical and thematic analyses used in the KidsMatter Evaluation Final. The series of data files and the analysis in which the files have been used, are from the KidsMatter Evaluation Whole Cohort Longitudinal Study (predominantly quantitative data) and the Stakeholder and Student Voice Studies (qualitative data), in addition to data obtained from Project Officers …
Measurement Of Young Children's Learning For Program Evaluation, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Measurement Of Young Children's Learning For Program Evaluation, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Monitoring Learning
The global commitment to early learning has been expressed in the United Nations (UN) Sustainable Development Goals Agenda (SDG) (United Nations, 2016) and access to support for early learning is considered a human right for all children, whether provided by the family, community, or institutional programs (UNESCO, 2013). Inadequate cognitive stimulation has been identified as one of the key psychosocial risk factors associated with poor child development – a factor that is modifiable, with the right interventions (Walker et al., 2007). Thus, insights into how early learning supports may be delivered effectively in various contexts are essential. To explore the …
Review Of The Piaac Numeracy Assessment Framework: Final Report, Dave Tout, Diana Coben, Vince Geiger, Lynda Ginsburg, Kees Hoogland, Terry Maguire, Sue Thomson, Ross Turner
Review Of The Piaac Numeracy Assessment Framework: Final Report, Dave Tout, Diana Coben, Vince Geiger, Lynda Ginsburg, Kees Hoogland, Terry Maguire, Sue Thomson, Ross Turner
Ross Turner
The Programme for the International Assessment of Adult Competencies (PIAAC) is an international assessment of the proficiency of adults (aged 16-65 years) in key information processing skills (reading, numeracy and Problem Solving in Technology-Rich Environments). The PIAAC Survey of Adult Skills has revealed that a considerable number of adults in OECD countries possess only limited literacy and numeracy skills. The OECD is currently reviewing the content of the frameworks and cognitive assessment instruments for the 2nd cycle of PIAAC ready for delivery in 2021-22. This report is the result of a review of the numeracy construct and assessment in PIAAC. …
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Effective Child-Focused Education And Nurturing Care Interventions, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Monitoring Learning
Child-focused education and nurturing care interventions provide learning support directly to the child. In line with the International Standard Classification of Education (ISCED Level 0), the support is typically provided by either centre- or home-based Early Childhood Education and Care (ECEC) services outside the child’s family and includes an educative and caring component with an active child development element. The 35 child-focused interventions in this review (of a total of 109 studies; see further details under background) occurred in 29 countries in five regions – the widest geographical spread of all intervention types under consideration. The most frequently represented countries …
Parent-Focused Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Parent-Focused Interventions In Economically Developing Countries, Jen Jackson, Syeda Kashfee Ahmed, Toby Carslake, Petra Lietz
Monitoring Learning
The authors conducted a scoping review of Early Childhood Education and Care (ECEC) interventions in economically developing countries between 1998 and 2017, aimed at improving children’s learning in the years before school. The review identified 37 parent-focused studies from 19 countries which provide an evidence base for parent-focused interventions that have both depth and geographical breadth. This policy note outlines characteristics of these interventions which contribute to changes in developmental outcomes for children. It found that of all ECEC interventions, the largest body of effectiveness evidence is available for parent-focused programs.
Review Of The Piaac Numeracy Assessment Framework: Final Report, Dave Tout, Diana Coben, Vince Geiger, Lynda Ginsburg, Kees Hoogland, Terry Maguire, Sue Thomson, Ross Turner
Review Of The Piaac Numeracy Assessment Framework: Final Report, Dave Tout, Diana Coben, Vince Geiger, Lynda Ginsburg, Kees Hoogland, Terry Maguire, Sue Thomson, Ross Turner
David (Dave) Tout
The Programme for the International Assessment of Adult Competencies (PIAAC) is an international assessment of the proficiency of adults (aged 16-65 years) in key information processing skills (reading, numeracy and Problem Solving in Technology-Rich Environments). The PIAAC Survey of Adult Skills has revealed that a considerable number of adults in OECD countries possess only limited literacy and numeracy skills. The OECD is currently reviewing the content of the frameworks and cognitive assessment instruments for the 2nd cycle of PIAAC ready for delivery in 2021-22. This report is the result of a review of the numeracy construct and assessment in PIAAC. …
A Funny Thing Happened On The Way To Pd: Revising Pds Leaders' Roles In Support Of Children's Learning Directly, Patricia J. Norman, B. Sparks
A Funny Thing Happened On The Way To Pd: Revising Pds Leaders' Roles In Support Of Children's Learning Directly, Patricia J. Norman, B. Sparks
Education Faculty Research
School leaders typically encounter district policies and procedures that make it difficult to facilitate school improvement efforts effectively (Bottoms & Fry, 2009; Bottoms & Schmidt-Davis, 2010). When the San Antonio Independent School District earned a state level distinction as a District of Innovation, the PDS principal and university faculty liaison took advantage of this opportunity to develop innovative curricular initiatives, including the implementation of a bi-weekly half-day of planning and professional development for elementary teachers while students take field trips and participate in Curiosity Corner, an 80-minute block for engineering challenges. When the PDS leaders' plan to garner enough parent …